bilingual education

The phrase "bilingual education" has multiple definitions:

education where two distinct languages are used for general teaching
education designed to help children become bilingual (sometimes called "two-way bilingual education"; e.g., Spanish speakers and English speakers in a classroom are all taught to speak both languages
education in a child's native language for (a) the first year or (b) however long it takes; followed by mainstreaming in English-only classes (in the US)
education in a child's native language for as long as his parents wish (with as little as 30 minutes a day of ESL instruction)

In the latter cases "native-language instruction" may be a clearer definition.

Examples across the world

United States

According to the U.S. Department of Education website a bilingual education program is “an educational program for limited English proficient students”. Furthermore, the term limited English proficient, when used with respect to an individual, means an individual whose primary language is other than English and whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual the ability to successfully achieve in classrooms where the language of instruction is English or the opportunity to participate fully in society. In the 50 states of the United States, proponents of the practice argue that it will help to keep non-English-speaking children from falling behind their peers in while they master English. Opponents of bilingual education argue that it delays students' mastery of English, thereby retarding the learning of other subjects as well. In California there has been considerable politicking for and against bilingual education. Much of the argument against hinges on the idea that California is in the United States and that everyone in the US should learn to speak English. In 1968 U.S. Congress first mandated bilingual education in order to give immigrants access to education in their “first” language. There are two different approaches to this form of instruction. One is called ‘bilingual education’ and it involves teaching in the students’ first language and also English. The other is known as an ‘immersion program’ where the teachers instruct predominantly in English, and use the students’ native language only for explanations. There has been much debate about bilingual education in recent times. There are many criticisms of bilingual education, but most are based on misconceptions about the program’s effectiveness. Studies used to support this claim are often poorly designed and provide unreliable data. It is also difficult to quantify a program’s effectiveness. Results of standardized tests are used for this purpose, but it is impossible to conclude that positive results are simply due to the effectiveness of the program. It could be that students perform well because of exposure to English on TV or by interacting with their peers. The challenges of bilingual education are lack of funds, lack of instructional materials and lack of teachers. Proponents of bilingual education say that it is easier for students to learn English if they are literate in their first language. And good bilingual programs strive to achieve proficiency in both the primary and secondary language for the student. This type of learning works well in a classroom where half the students speak English and half are considered limited English proficient (LEP). The teacher instructs in English and in the LEP’s primary language. The dual purpose of this type of classroom is to teach the children a new language and to let them learn about another culture. If the program is well designed and the teachers are well equipped then kids have a better chance of success. Another approach to bilingual education in the United States is for native speakers of English to be instructed in a language other than English. The French American International School of Portland, a private school in Portland, Oregon, does just that. Starting in preschool (at age three) students learn French by playing games and interacting with their fellow students and teachers in French. And according to the school’s director, “at the end of eighth grade, we have completely bilingual students who are as familiar with Moliere in French as Shakespeare in English (Carter).” As research indicates, it is much easier to learn a language as a small child than as an adult. Also, according to Xiaoqin Sun-Irmager, an assistant professor of bilingual education at Portland State University, “becoming bilingual increases cognitive flexibility, and greater cognitive flexibility is a factor separating a fast learner from a slower learner (Carter).” This is another point for bilingual education.

Hong Kong

In Hong Kong where both English and Chinese are official, both languages are taught in school and are mandatory subjects. Either English or Chinese is used as the medium of instruction for other subjects.

Japan

In Japan, the need for bilingualism (mostly Japanese and English) has been pointed out, and there are some scholars who advocate teaching children subjects such as mathematics using English rather than Japanese. As part of this proposal, subjects such as history, however, would be taught solely in Japanese.

Singapore

Bilingual Education was introduced in Singapore due to the mixed racial group nature. English is seen as a link between the different racial groups.

Canada

In Canada, there are many options for pupils outside of Quebec to be enrolled in French immersion programs, usually beginning in Kindergarten or grade 1, but French immersion preschools also exist. In certain locales where other languages, such as Ukrainian or German, are widely spoken, there may be immersion programs in these languages in schools as well.

see Bilingualism in Canada

External links

*http://www.ericdigests.org/

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